I.

Provide Multiple Means of Representation: Your notes

Provide options for perception
Feature: Kurzweil 3000 Personalize instruction to
suit student needs and learning styles using
Sticky,Text or, Voice Notes or Footnotes.

Feature: Use Bubble Notes, which appear
automatically when reading a document, to teach
specific skills, guide students through tasks, or
gauge reading comprehension by inserting pre-,
post- and during-reading questions.

Feature: Provide tests in digital format to allow
independent access for students with learning
differences.
Enable or disable program features for tests
depending on the needs of the student and test
requirements.
1.1Offer ways of customizing the display of information
The various reading materials can be presented as
video or audio as well. The posters could be given
to the students as a hand out for a reference sheet.

Barrier: Although information is not fixed or
permanent in the PowerPoint, the lesson plan does
not specifically state this; need to add this

Feature: Readability allows the user to customize
the display of information by reducing visual
distractions that surround written text on the web.

Barrier: No consideration for small group rotations
and technology accessibilities for self directed
learning
1.2Offer alternatives for auditory information
Feature: Displays visual diagrams and charts, and
supporting text in PowerPoint presentation:

Feature: Windows XP: ShowSounds is a Microsoft
accessibility feature that instructs programs to
represent auditory information visually.

Barrier: Woodholme has Windows 7, the
accessibility of features are not as beneficial.

Feature: Use of multimedia PowerPoint and
Inspiration / Kidspiration presentation for all direct-
lecture lessons.
Feature: Avatars with text-to-speech: Voki and
monk-e-mail

1.3Offer alternatives for visual information
Feature: Provides text and spoken descriptions
during the Testing Introduction Meeting; also adds
verbal comments as the PowerPoint presentation is
viewed

The KWL chart could be projected for the students
as well as they each have their own. Students should
have the option to type into a KWL chart if they are
incapable of writing.

http://lab.arc90.com/experiments/readability/#
(Readability: Easily remove extraneous
information from web sites to improve
readability)

Feature: Verbal direct-lectures can be recorded and
played back.

Barrier: Use of multimedia PowerPoint
presentation with embedded video.

Barrier: Use of online videos, interactive
educational websites, RSS pages, and blogs without
viable alternatives for visual information.
Provide options for language, mathematical expressions, and symbols
2.1 Clarify vocabulary and symbols
Feature: wordsift images and text; word clouds

Feature: Vocabulary highlighted and defined in all
multi-media PowerPoint presentations.
2.2 Clarify syntax and structure
Feature: PowerPoint presentation, testing templates
feature terminology (and acronyms are first spelled
out in full)

Barrier: Lesson plan needs to clearly reflect the
feature
2.3Support decoding of text, and mathematical notation, and symbols
Barrier: There is no built-in support for this in
the lesson
2.4Promote understanding across language
Feature: TumbleBooks in multiple languages

Barrier: Need to ensure key vocabulary words are
known and understood by all. Teachers need to
make sure the information does not use slang or
other terms that may be confusing or be un known
to students working independently.
2.5Illustrate through multiple media




Provide options for comprehension

3.1Activate or supply background knowledge
Feature: Supply students with background
knowledge and activate prior knowledge through
direct lecture with multimedia PowerPoint at the
beginning of the lesson.

Feature: lesson s with activities such as K-W-L,
Think-Pair-Share, and pre-test map exercises to
activate prior knowledge.
3.2Highlight patterns, critical features, big ideas, and relationships

3.3Guide information processing, visualization, and manipulation
Feature: Auto summary function in Microsoft
Word

3.4Maximize transfer and generalization

II. Provide Multiple Means for Action and Expression:
Your notes
Provide options for physical action
Feature: Kurzweil 3000 Type or dictate text, create
audio notes, highlight text, or drag and drop text
within or between documents to answer test
questions, write reports, or complete worksheets.
Feature: Organize information by creating study
notes and using digital highlighters.
Feature: Easily extract highlighted text or notes
into a separate document to create an outline or
study guide.

4.1Vary the methods for response and navigation
Feature: Use of multiple instruction methods
encompassing verbal, written, and visual elements
in direct lecture, independent, small-group, and
class lessons.

Students should not just have to draw but they
should have the option of writing as well. Using
multiple types of response will increase the
students ability to express the information they
have learned.

Choice of writing, drawing, or dictating responses to
questions - video 1, video 2
Highlighters, stamps, adapted /electronic worksheets
in Microsoft Word

Highlighters, stamps, adapted /electronic worksheets
in Microsoft Word
4.2Optimize access to tools and assistive technologies
Feature: Portable keyboards, communication
devices, onscreen keyboards, Voice recorders, text-
to-speech


Barrier: No consideration given to the
availability of alternative keyboard commands or
other assistive technologies.
Provide options for expression and communication

5.1Use multiple media for communication
Feature: Recorded responses, text files, MP3s
5.2Use multiple tools for construction and composition
Feature: Lesson is designed to utilize tools and
technology to facilitate the learning process thru
multiple media formats such as Office suite and
other software packages, videos, online applications,
and Web2.0

5.3Build fluencies with graduated labels of support for practice and
performance
Feature: Lesson is based around student-centered
self-exploration exercises that promote thought and
expression thru online activities, class discussions,
blog entries, and multimedia capstone project.

Feature: Ghotit on-line spellchecker

Barrier: No consideration given to this element.

Provide options for executive functions

6.1Guide appropriate goal setting
Feature: Students are given autonomy in their
choice of RSS feeds, blog creation, and weekly
individual blog summary topics, and class
discussion topics.

Barrier: Lesson is very structured and students are
given no individual choice on interactive websites
and interactive map exercises to be completed
throughout the semester.
6.2Support planning and strategy development
Feature: Status meetings check on performance and
the completion of periodic goals.
6.3Facilitate managing information and resources

6.4Enhance capacity for monitoring progress

III. Provide Multiple Means for Engagement:
Your notes
Provide options for recruiting interest

7.1Optimize individual choice and autonomy
Feature: Offer opportunities to work at the
computer
CAST 2011

7.2Optimize relevance, value, and authenticity
Feature: Older students can create stories for
younger students
7.3Minimize threats and distractions
Feature: Do web search ahead of time and provide
links
Provide options for sustaining effort and persistence

8.1Heighten salience of goals and objectives

8.2Vary demands and resources to optimize challenge

8.3Foster collaboration and community
Feature: Create a classroom wiki, blog, or glog,
edmodo
8.4Increase mastery-oriented feedback

Provide options for self-regulation

9.1Promote expectations and beliefs that optimize motivation
Use rubrics search rubric generators
9.2Facilitate personal coping skills and strategies
http://bookbuilder.cast.org/ (Create Social Stories)
http://www.autismnetwork.org/modules/social/sstory/index.html (Samples of social stories and how-to for creating)
9.3Develop self-assessment and reflection
Barrier: Need to indicate how to keep focus and
motivation, and what scaffolding techniques are
employed